Coteaching

Dear Bloggers,

Years ago, I was asked to make a list of my roles and responsibilities in my in-class support classes. An administrator was unable to "see" my role in a classroom during an observation. So I jotted down what I did, and then presented the list to my colleagues, who each added an idea or two of their own. That year, I supported seven different courses for six different teachers. So, clearly the list was extensive since no two classes nor teaching personalities were the same. This actually served to hurt me since the administration told me it looked as though I took the list from a "how to co-teach" textbook. Looking back on that, it was a backhanded compliment.

In a traditional notes and lecture classroom I supplied students with guided notes. Slower students received cloze notes, disorganized students with Cornell note taking sheets with various levels of support, while visually impaired students or kids who really struggled had a hard copy of the PowerPoint in front of them to copy. I circulated keeping kids on track, supplying highlighters, and adding to notes. I whispered questions, rephrased and restated questions, and asked questions for understanding. That year, I wasn't a very active participant during class, but behind the scenes, I modified tests; made study guides, created interactive games, utilized Quizlets for key vocabulary, and tirelessly updated parents. At future observation of this, the same administrator loved this. This was true support at it's best, but is it co-teaching? There was no common planning time. I did not prepare lessons, as many classes were out of my subject area certification and expertise. No, this was NOT TRUE co-teaching.

In a project based environment, there's a great deal of prep work that goes into the success of the support model. I need a clear objective and product. I need to make checklists and benchmark checks, sometimes calendars, and examples. If there's research involved I may create a LiveBinder to help organize and limit resources so students don't get overwhelmed. I am a strong believer in presenting students with a rubric and setting expectations before hand. I often look for apps and web extensions to further assist students.

When a teacher changes lessons unexpectedly I need to be ready. Unfortunately this seemed to happen all too often in one of my former classes. No matter how much prep work or planning I did, it's ultimately someone else's classroom, so flexibility and thinking on my toes are imperative for the in-class support position. Trust me, there are times I just feel like crossing my arms and pouting, and sitting in the back of the room because all my hard work was for naught. But that is not why I'm there, I'm there for my students. Sometimes my heart breaks knowing that if I'm caught off guard by the next lesson, what must my classified students feel like?

In many classes I constantly felt like I was trying to claw my way to the status of a “real teacher” in the eyes of the students. There was little buy in when I presented a strategy. The classified students knew these were ultimately meant to help them, and they resisted- not wanting to be “different”. The general education students pushed back because they knew they weren’t classified. There was clearly a division of roles, and I was “the other teacher” or the “helper teacher”.

I was once described by an older colleague in one of my early years of teaching as having the “work ethic of a baby boomer”. This complement has always stayed with me being a child of two extremely hard-working baby boomers. But, although the way I may have been working back then was hard… it wasn’t smart. I was trying to anticipate any situation and preemptively plan for any possible lesson. There was a thick line in the sand between “my students” and “their students”. I knew it, and the kids knew it. This was not co-teaching.

Fast forward to the present. Now, I feel as if I’ve paid my dues, the stars have aligned and I’m in the utopia of my teaching career. No, life isn’t perfect, I still work hard and insanely long hours. But I have found my true co-teaching counterparts. Not just in some of my classes, but my entire day is actually right out of the co-teaching handbook once and for all.

I actually have common planning time earmarked within the school day for common planning time. Although, this time is usually spent on reflection and student achievement or performance. I am blessed to be pared up with amazing educators that share my philosophy of teaching, my passion and dedication, as well as my “baby boomer” work ethic. There are hours carved out during the week for lesson planning (outside of our school day). We share the responsibilities of assessments, modifications, grading, feedback, and instruction. At any given point all of our classes may be grouped heterogeneously or homogeneously. I may be leading a larger class discussion, or working with small groups. I’m finally working smarter! With shared responsibilities the impact is truly obvious and the students are reaping the benefits. There’s more one on one time and more small group instruction. Both parents and students alike consider BOTH of us their teachers.


Sincerely,


Another Frustrated Teacher